Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level.
This study investigates the effectiveness of a globally popular method of self-learning at the right level in improving learning outcomes—the cognitive and noncognitive abilities of disadvantaged students—in a developing country, Bangladesh. Using a randomized controlled trial design, we find substa...
| Publicado en: | Economic Development & Cultural Change Vol. 72; no. 4; pp. 1893 - 1922 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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University of Chicago Press
Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178208038&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178208038 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00130079 EDC jtl: Economic Development & Cultural Change issn: 00130079 maglogo: N pubinfo: dt: Jul2024 vid: 72 iid: 4 pid: 415 pub: University of Chicago Press artinfo: ui: 178208038 10.1086/725909 ppf: 1893 ppct: 29 formats: tig: atl: Fighting the Learning Crisis in Developing Countries: A Randomized Experiment of Self-Learning at the Right Level. aug: au: Sawada, Yasuyuki Mahmud, Minhaj Seki, Mai Kawarazaki, Hikaru affil: University of Tokyo Asian Development Bank Ritsumeikan University University College London and the Institute for Fiscal Studies su: Bangladesh Self-esteem Cognitive ability Personality Cognitive development Autodidacticism Developing countries sug: subj: Self-esteem Cognitive ability Personality Cognitive development Bangladesh Autodidacticism Developing countries ab: This study investigates the effectiveness of a globally popular method of self-learning at the right level in improving learning outcomes—the cognitive and noncognitive abilities of disadvantaged students—in a developing country, Bangladesh. Using a randomized controlled trial design, we find substantial improvements in cognitive abilities measured by math test scores and in catch-up effects in terms of noncognitive abilities or personality traits measured through a self-esteem scale. Moreover, our study is, to our knowledge, the first to use alternative cognitive ability measures, that is, time reduction as well as time-adjusted test score, which are critical dimensions of cognitive development. Subsequently, we investigate the long-term effects using students' math results in the national-level exam. We find a reasonable longer-term effect on cognitive abilities 20 months after the intervention for younger students. Our estimates indicate that the program's benefits exceed its costs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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